Psy 416: Reasoning and Problem Solving
SYLLABUS
Fall 1998 TTH 9:30 258 Capen

Dr. Erwin M. Segal
email: segal@acsu.buffalo.edu
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Phone: 654 3650 ext. 361
Office: 361 Park; Office hours: Wed. 10-12 and by appointment
Text: Mayer, Richard E. (1992). Thinking, Problem Solving, Cognition. (Second edition).

   New York: Freeman. (M)
    Other readings will be assigned.               See Bibliography.
  Course Description
     Reasoning is the process by which one evaluates information and tries to reach justified conclusions. Problem solving is the process by which one tries to achieve a goal when the path to the goal is not immediately obvious. In this course we will explore some of the principles of logic and information processing purportedly involved in problem solving and reasoning, some of the factors that limit their use, and some of the personal, experiential, and situational factors involved in their success and failure.

     In this course we study the conditions and cognitive processes which underlie solving problems, both simple and complex, making rational decisions, and coming to sound and valid conclusions. We will also study some of the analytic tools by which correct reasoning and efficient problem solving are evaluated. In addition we will discuss other associated complex cognitive issues such as expert performance, intelligence, and creativity. Hopefully, by the end of the course, students will have a "sense" of what it means to exhibit intelligence, creativity, and skill, and what lies behind such activity.

     Reasoning, problem solving, and associated topics are currently very active research domains in cognitive science. There are many dimensions to their study. The approach that we take will be somewhat eclectic as we will look at these topics from various perspectives.

     Although the basic text is better than any others that I examined, it does not present a full view of the topics that will be covered. In addition to assigning other readings, I will present, summarize, and discuss material that I cannot find in a concise form in the literature. The other readings and class discussion are to be considered core components of the class.

     The format of the class is primarily lecture and discussion. Although there will be new material presented in the class, the class periods should also be thought of as opportunities to clarify the material and to put it into a more cogent and coherent framework. Since dialogue is an important source of understanding, I strongly recommend that you read the assignment prior to the class period and be prepared to discuss it. At times there may be specific short and focused homework assignments to be discussed in the following class period. There will be a short term-paper of 5-10 pages, and a midterm and a final exam. Grades will be based primarily on the two exams (about 70%) and the written assignments (about 30%), although discussion may be considered. The exams will cover both reading assignments and class material.

Topics
Approximate Class Periods
Sept. 1. Introduction: Description of course.  
Problem approach to cognition 
Taxonomy of Problems		 M Ch. 1
Sept. 3. History and overview M Ch. 1
Sept. 8.  Associationistic theory   
Simple Problems 
Anagrams 		 M Ch. 2 
Sept 10.  Gestalt theory  
Insight problems 		 M Ch. 3 
Sept. 15. Concept learning   
Continuity vs. noncontinuity 
Concept identification 
Hypothesis testing 
Rule induction 		 M Ch. 4 
Sept. 17.  Form, logic, and logical reasoning  
Logic Problems: click for Primer on Logic p 1 page 2 page 3 
Homework due October 1 
Syllogisms 
Selection Problem		 M Ch. 5 
Sept 24. 
Sept. 29 
Oct. 1		 Information and information processing  
Computation and computer simulation  Problem analysis 
Turing machines Problem Space 
Effective Procedures  Means-ends analysis 
Algorithms and Heuristics  Production systems
Church-Turing Thesis  Recursion 
 		 M Ch. 6 
Oct. 6. 
Oct. 8.		 The mind as a computational device  
Computational analysis of problems 		 M Ch. 7 
Oct 15.
Midterm Exam 
Oct 13. Semantic memory  
Search Problems                              		 M Ch. 9
Oct 20. Schema Theory  
Comprehension 
Integration 
Memory		 M Ch. 8 
Oct 22. 
Oct. 27		 Cognitive Development   
Homework due November 5 
Stages in development vs. Development of expertise 
Conservation Problems 		 M Ch.10 
Oct. 29. 
Nov. 3		 Expertise  
Physics Problems 
Chess Problems 		 M Ch.13
Nov. 5. 
Nov. 10		 Homework Due December 3
Creativity   
Divergent reasoning 
Brainstorming 
Contexts of creative thinking 		 M Ch.12 
Nov. 12. 
Nov. 17		 Intelligence 
Nature of Intelligence 
Components of intelligence 
Generality of intelligent thinking		 M. Ch. 11
Nov. 19. Role of situation and context M. Ch. 16
Dec 3.  Analogical reasoning  
Using models		 M. Ch. 14 
Dec. 8. Mathematical reasoning 
Understanding mathematical schemas 		 M. Ch. 15 
Final Exam: Fillmore 355
Thursday, December 17, 8:00-11:00

Note: "If you have a disability (physical or psychological) and require reasonable accommodations to enable you to participate in this course, such as note takers, readers, or extended time on exams and assignments, please contact the Office of Disability Services, 25 Capen Hall, 645-2608, and also me during the first two weeks of class. ODS will provide you with information and review appropriate arrangements for reasonable accommodations."

Bibliography (back to Course description)
 
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